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Abstract

The purpose of this quantitative study investigates the effect of a skating unit on factors of cardiovascular fitness, static balance, explosive power, and agility in fifth graders. Methods: During a 6-weeks skating unit (twelve lesson), seventy-one students (ages 10-12; M age = 10.34) participated during regularly scheduled physical education classes. Three separate classes served as control group (C) (n=19; 8 male; 11 female) and two experimental groups: roller skating (RS) (n=26; 11 male; 15 female) and inline skating (IS) (n=26; 10 male; 16 female). Control group had no access to roller or inline skates during class time of study. Control curriculum consisted of activities like soccer, dance, and softball; experimental specifically designed skating curriculum. A one-way analysis of variance (ANOVA) conducted separately on each of the four factors to investigate significance at the .05 level. Dependent variable was difference in means (posttest minus pretest) for PACER, Stork Balance, vertical jump, and Illinois Agility Run test scores. Results: ANOVA reported all non-significant except for balance factor. Tukey-Kramer post hoc reported non-significance in all pairwise comparisons except between RS and IS. Range for η2 was between 4.1% -14.9%. Exploratory analysis was conducted to investigate how males and females performed in each factor and reported all non-significant; η2 range between 3.0% -15% for males and 2.4% -16% for females. All the associations were classified as low to medium except for male static balance (15%), female static balance (16%), and male explosive power (13.9%) had demonstrated a strong or near strong association. Conclusions: Data suggests only static balance benefits a participant who RS compared to IS. Even though other factors reported non-significance, mean change illustrates improvements after intervention suggesting a skating unit could induce improvements in factors. Teacher questionnaire shares’ skating was positive learning opportunity. Exploratory analysis reported non-significance. However, η2 suggests that if study had either a larger sample size or continued beyond 6-week intervention, could illustrate significance. A skating unit is a viable possibility. Further research warranted.